Mount Carmel Primary SchoolEstablishment Improvement Plan2019/20

School/CentreImprovement Plan

Mount Carmel Primary School

Head Teacher Mr Derek ForsythSenior Education Manager

Mrs Linda McAuley GriffithsDate Submitted 28th June, 2019

Session (Date when each year is written)

2019/2020

School’s/Centre’s Vision and Values

School Vision –At Mount Carmel Primary School we show pride in our school community and we set high expectations to achieve success.

School Values –Faith, respect, honesty, responsibility, fairness, kindness, perseverance and learning.

In line with the Standards in Scotland’s Schools etc. Act 2000 (amended 2016), the following checklist is designed to assist Heads of establishment with whole school/centre improvement planning that fulfils statutory duties in accordance with the Act. This must be completed prior to submission.

1

Consultation on improvement plan includes the following stakeholders:

Completed Content of plan Completed

Children and Young People X

June, 2019

Takes account of strategic priorities outlined in the education authority’s Annual Plan.

X

May, 2019

Parent Council and Forum X

June, 2019

Takes account of the strategy for parental involvement under section 2 (4A)

X

May, 2019

Teachers, practitioners and ALL school/centre staff

X

June, 2019

An audience-friendly summary of the SIP is available and contained in this document and will be provided to parents, children and young people.

X

June, 2019

Volunteers/ Community partners X

June, 2019

Appropriate cognisance has been made of the links between the plan and the working time agreement for teaching staff

X

May, 2019

Local bodies representing teachers, staff, volunteers and any parent bodies further associated to the school/centre.

X

June, 2019

Scottish Government Tackling Bureaucracy working group recommendations have been considered when planning for improvement and in the improvement

X

May, 2019

2

activities specified

HGIOS 4 and HGIOELC are used as the frameworks to inform the content of SIPs

X

May, 2019

There is clear focus throughout the plan on measures to reduce of inequalities of outcome as a result of socio-economic disadvantage.

X

Head Teacher/Head of Centre Signature: ……………………………………………………....

3

Pupil and parental strategic involvement

For session 2019-20 , please describe below how children and young people will be involved in decisions relating to the operation of the school/centre

For session 2019-20 , please describe below how parents will be involved in decisions relating to the operation of the school/centre

The young people attending Mount Carmel Primary School will be involved in decision making via:

Pupil Council School Ambassadors House Captains & Vice captains Digital Leaders Rights Respecting Schools committee Charity and fundraising Ambassadors Curricular conversations Assemblies Focus groups

The parents of young people attending Mount Carmel Primary School will be involved in decision making via:

Parent Council Parent / Carer workshops in Literacy, Numeracy, Health &

wellbeing, Digital Technologies and Transition sessions Health & wellbeing liaison with Parents / Carers School Blog School App Digital forms, surveys and questionnaires Respect Me development

4

What actions are required to reach the desired outcome? Who When Access to training in using Active Literacy approaches to teaching Phonics, Spelling, Reading

and Daily Writing (P1-7). Training provided by SAC Literacy Manager and team early in June 2019 and August 2019. A follow up recall session for each stage will facilitate professional dialogue and collaboration around Active Literacy learning, teaching and assessment. Further twilight or collegiate training in developing the taught writing element will be offered over session 2019-2020. Staff and SMT engagement with SAC Literacy manager, Gail Elder and Attainment Advisor, Cara Cooper to support successful engagement with the literacy programme as it is rolled out.

All teaching staff: training is arranged thus: P1, P2/3, P4/5, P6/7- two days per stage, and further recall day, provided by SAC team.

SMT and Literacy Leader (overview training) provided by SAC team.

CA – a bespoke training session Claire Gilmour McGuire, Claire Johnston

and 2 new members of staff (yet to be appointed) 2 day training

June 2018 or Aug/Sep 2018.Two initial day’s training for teachers (who have not completed in 2019 or who have changed stage) and follow-up recall day (March)

Diagnostic assessment gathered using the PM Benchmarking reading tool. Assessments modelled and supported by SAC team. A member of staff in the school will be trained in the use of PM Benchmark tool. The assessment box will then be left with the school.

June - September 2019

5

Improvement Priority 1 Improved outcomes in reading and daily writing for all pupils (implementation of Active Literacy*)Improve outcomes in talking and listening (access to SAC SLT CLPL menu)

Improve outcomes in Language and Communication: the building blocks for Literacy. (CLPL raising awareness – led by SAC Speech and Language Therapists.)

Improve outcomes in Language with a 10% improvement in all area of Literacy and English at all levels.

Rationale for improvement priority based on evidence:The Active Literacy Programme contains very clear methodology and strategies for teachers and pupils which supports consistency in learning and teaching and increased attainment. Regular assessments are built in to ensure attainment can be tracked effectively against the structured progression across within and across stages.Effective language and communication skills are essential in enabling children to learn and access the curriculum. The links between language and literacy are well documented, with evidence identifying a clear link between speech and language difficulties and subsequent literacy difficulties.

NIF PrioritiesImprovement in attainment, particularly in literacy and numeracy

NIF Driver Teacher ProfessionalismAssessment of children’s ProgressParental Engagement

HGIOS/ HGIOSELCC QI’s for self-evaluation1.1, 1.2, 1.3, 1.5 2.2, 2.3, 2.4 3.2

Assessment of Writing against the new EAC criteria Class Teachers, followed up and monitored by Literacy Co-ordinator and HT

October 2019December 2019March 2020June 2020

Coaching, modelling, mentoring and co-op teaching to support the implementation of Active Literacy Phonics, Spelling, Reading and Daily Writing – this has been offered to the schools involved in Active Literacy thus far. This level of support will be available for schools with the highest levels of children where poverty is a barrier to their learning. For schools which do not receive this support there will be support from the Literacy Manager – collegiate sessions/TLC meetings. Literacy leads in the school will be supported through a Leaders of Literacy group. Resources shared via Glow.

Class Teachers /practitioners and SAC team literacy teachers

SAC Literacy Education Manager (Gail) Leaders of Literacy group collaboration

SAC Literacy teacher support is in 6-week blocks across the session.Other supports across the session to suit.

Continue to use the East Ayrshire Literacy and English Progression Framework to support the planning of learning pathways for learners, which provides a structured framework for learning and teaching which follows children’s developmental progression.

All teaching staff and SMT (across the Education Group) supported by the SAC team and the Attainment Advisor, Cara Cooper.

Over session 2019–20e.g. in tracking conversations with HT

Reliable teacher professional judgements to be supported by development of moderation activities, including the development of holistic tasks within the training sessions. Assessment tools will link specifically with EAC tracking tool to further support teacher judgements.

All teaching staff and SMT October 2019December 2019March 2020May 2020

Access to the support of the Attainment Team’s Speech and Language Therapists to develop language and communication which support children’s literacy skills. All staff completed Speech Sound Development and Phonological Awareness in 2019. 3 new members of staff to complete same training 2019-2020 This support is in the form of building the capacity of staff, parents and the wider community to promote good language and communication.

Either whole school training Access to the CLPL training via Gateway.

Teaching staff and practitioners. Parents/carers and the wider community e.g. at ‘Share the Learning’ sessions.

Over session 2019–20 in-service and collegiate time

Continued development of formative assessment through the tapestry programme Whole Staff Tapestry leaders:

CT – Susan Travers, Karen Duff, Andrea FergussonCA - Lorna Jeffers, Anne MacKenzie, Anne-Marie Henderson, Emelda Web

Over session 2019 – 20 in-service and collegiate time

6

Evidence of Impact against outcomes for learners:. EAC Literacy Assessment Tools for Reading and Writing.(Literacy Tile https://glowscotland-my.sharepoint.com/personal/eayrshirepassword_glowmail_org_uk/

literacy_east_ayrshire/SitePages/Home.aspx ) Holistic assessments created as moderation pieces. Phonological Awareness assessment tool (from Highland Council) P1, ELLAT data for new P1 children Using appropriate and effective collection of data to support increased pace and challenge. Using appropriate and effective collection of data to identify when a learner needs support and to identify an appropriate intervention. Staff survey of confidence in delivering the Active Literacy pedagogy Pupil surveys: confidence and enjoyment. Formative Assessments carried out during everyday teachingOther evidence gathered:

Parents attendance at sharing the learningN.B. Self-evaluation of this priority should be reflected in the Standards and Quality Report for this academic session.

.

7

What actions are required to reach the desired outcome? Who When Access to training in using active numeracy approaches to teaching counting, place value,

addition and subtraction and multiplication and division. Training provided by Lynda Keith and SAC Numeracy Manager and SAC numeracy team early in September 2019 and October 2019. Staff and SMT engagement with SAC Numeracy manager, Robert McCallum and Attainment Advisor, Cara Cooper to support successful engagement and development with the numeracy programme as it is rolled out.

Teaching staff: training is arranged thus: First Level – Ashling Strachan Second Level – Elio Bertoncini, Nicola Mudge, & Probationer provided by Lynda Keith and the SAC team CA – a bespoke training session

Class Teachers and SAC team

September 2019(Initial 3 days per level)Callback days (1 in November and 1 in February)

Over session 2019-20

Coaching, modelling, mentoring and co-op teaching to support the implementation of ‘Raising Attainment in Numeracy’ practice.

Teaching staff and SMT (across the Education Group) supported by the SAC team

Over session 2019 - 20 – in-service and collegiate time

Continue to use the East Ayrshire Numeracy and Mathematics Planners and Framework to support the planning of learning pathways for learners and to support reliable teacher professional judgements – linking to moderation activities and monitoring and tracking information.

Teaching staff and SMT (across the Education Group) supported by the SAC team

Over session 2019 - 20 – in-service and collegiate time

8

Improvement Priority 2 Improved outcomes in numeracy for all pupils (implementation of ‘Raising Attainment in Numeracy’ practice)Improve outcomes in across counting, place value, addition and subtraction and multiplication and division (access to SAC and CLPL menu)Improve outcomes across numeracy by 10% especially in fractions, decimals and percentages.

Rationale for improvement priority based on evidence:The ‘Raising Attainment in Numeracy’ Programme contains very clear methodology and strategies for teachers and pupils which supports consistency in learning and teaching and increased attainment. Regular assessments are built in to ensure attainment can be tracked effectively against the structured progression across within and across stages.

NIF PrioritiesImprovement in attainment, particularly in literacy and numeracy

NIF Driver Teacher Professionalism Assessment of children’s Progress Parental Engagement

HGIOS/ HGIOSELCC QI’s for self-evaluation1.1, 1.2, 1.3, 1.5 2.2, 2.3, 2.4 3.2

Access to universal provision of numeracy and mathematics training for all school staff. Either whole school training or access to the CLPL training via Gateway. Teaching staff and practitioners.

Over session 2019 - 20

Access to professional reading through the professional reading library, including Number Talks Whole Number and Number Talks Fractions, Decimals and Percentages. etc. and professional discussion through the tapestry programme

Volunteer reading group Whole Staff through Tapestry discussions SMT

Over session2019 - 20

Evidence of Impact against outcomes for learners

Using appropriate and effective assessment approaches to help inform teacher judgements e.g.

EAC Numeracy Toolkit assessment SNSA at P1, 4 and 7- diagnostically Using appropriate and effective collection of data to support increased pace and challenge Using appropriate and effective collection of data to identify when a learner needs support and to identify an appropriate intervention. Staff survey of confidence in delivering numeracy and mathematics pedagogy Formative Assessments carried out during everyday teaching

Other evidence gathered: Parents attendance at sharing the learning

9

Improvement Priority 3(Expressed as outcomes for learners)

Improving Health and WellbeingImproved outcomes in Health and Wellbeing for all pupils and their families (introduction of PATHS programme)

Rationale for improvement priority based on evidence of PATHS programme. This contains clear methodology and strategies for teachers and pupils which supports consistency in learning and teaching. It is a programme for educators designed to facilitate the development of self-control, emotional awareness and interpersonal problem-solving skills. Development of a supported three year development programme.

NIF PrioritiesImprovement in children and young people’s health and wellbeing

NIF Driver Teacher ProfessionalismParental EngagementSchool Improvement

HGIOS/HGIOSELCC QI’s for self-evaluation1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1

10

11

12

What actions are required to reach the desired outcome? Who When PATHS Programme – Year 1

Appointment of PATHS coordinator

Training for teaching staff in use of PATHS programme – one day training

Monthly support visit from PATHS supporter for each class teacher. Supporter will follow a programme of leading a session, supporting a class teacher and observing a class teacher.

Embed the programme across all stages – committing to 2 30mins sessions per week as well as daily tasks including pupil of the day. Pupils will develop emotional literacy skills and be better equipped to deal with difficult situations

Further whole day training – review impact and clarify areas

Engage parents – develop their knowledge of PATHS and how this is being utilised

PATHS coordinator will liaise with PATHS programme supporter – Hazel Russel

Training provided by PATHS supporter for all class teachers and SMT

PATHS supporter

All class teachers

Training provided by PATHS supporter for all class teachers and SMT

Parental Information session provided by PATHS supporter

Aug 2019

October in-service day

Monthly visits

2 sessions per week

May in-service day TBC

January 2020

Evidence of Impact against outcomes for learners

Continue to use wellbeing webs

Use of PATHS reflection material

Analysis of data

Pupil surveys: confidence and enjoyment

N.B. Self-evaluation of this priority should be reflected in the Standards and Quality Report for this academic session.

Improvement Priority 4(Expressed as outcomes for learners)

A commitment to raising attainment and achievement and closing the poverty attainment through the use of 5 key strategies:

1. Ensuring understanding of expected learning and criteria for success

2. Using classroom discussions, questions and tasks that motivate and elicit evidence of teaching

3. Providing feedback that moves learners forward4. Providing opportunities for learners to support each

other’s learning5. Providing opportunities for learners to take responsibility

for their own learning.

Rationale for improvement priority based on evidence

All staff involvement in Tapestry Partnership. Highlighting the commitment to Leading Learning: Improving Pedagogy.

NIF PrioritiesImprovement in attainment, particularly in literacy and numeracy

NIF Driver School LeadershipTeacher ProfessionalismAssessment of Children’s ProgressSchool Improvement

HGIOS/HGIOSELCC QI’s for self-evaluation 1.1, 1.2, 1.4, 2.3, 3.2

13

N.B. Self-evaluation of this priority should be reflected in the Standards and Quality Report for this academic session.

14

What actions are required to reach the desired outcome? Who When Appointment of PLC leaders

PLC leaders to attend Masterclass with Professor Dylan William

PLC leaders to attend introductory session

PLC leaders to attend 7 PLC leader sessions provided by Tapestry Partnership. SMT lead to attend HT training sessions

PLC leaders to facilitate 7 workshops which will highlight different approach and encourage reflection and professional dialogue

Staff to embed different approaches into their practice and reflect on the impact this has had. Complete personal learning planners and share progress with colleagues.

Gain GTC professional recognition

Susan Travers, Karen Duff and Andrea Fergusson

Andrea Fergusson and Karen Duff

Andrea Fergusson and Karen Duff

Karen Duff and Susan Travers. SMT lead to attend HT training.

Karen Duff and Susan Travers. Supported by SMT lead

All teaching staff

Teaching staff that choose to develop in this area

April 2019

April 2019

May 219

Aug 2019- October 2020

Aug 2019 – November 2020

Aug 2019 – November 2020

November 2020

Evidence of Impact against outcomes for learners

Suggestions:Improvement in Attainment in Literacy and NumeracyReduction of poverty related achievement gap

15

Mount Carmel Primary School – SIP Summary 2019 - 2020Our Vision and

Values

In Mount Carmel Primary we aim to be:

Faith, respect, honesty, responsibility, fairness, kindness, perseverance and learning.

At Mount Carmel Primary School we show pride in our school community and we set high expectations to achieve success.

We will endeavour that In Mount Carmel Primary all children are:

Inspired, motivated and encouraged to develop a lifelong love of learning

Offered stimulating, challenging and enjoyable learning opportunities

Our School Improvement Plan priorities for this year are: 

Literacy – We will be taking part in year 2 of developing EAC’s Active Literacy. We will have members of the Scottish Attainment Challenge (SAC) Team coming in again to team teach with the staff helping to take forward our phonics, spelling, reading and writing.

Numeracy and Maths – We will be taking part in year 3 of raising attainment in Numeracy. Staff will be involved in training from the SAC Team and Lynda Keith and will bring back to school further developed strategies to use with Number.

 Health and Well being - We will be continuing to develop our

positive attitude, our self-esteem and confidence using a wide variety of resources, such as the PATHS resource, Respect Me